Educators’ Reasons for Not Practising 2SLGBTQ+ Inclusive Education
DOI:
https://doi.org/10.53967/cje-rce.v44i4.4665Keywords:
2SLGBTQ , teachers, educators, 2SLGBTQ -inclusive education, K–12 schoolsAbstract
In this article, we analyze educators’ self-reported reasons for not addressing LGBTQ topics in their schools in order to develop a clearer picture of the barriers that prevent educators from engaging in LGBTQ-supportive practices. Using hierarchal OLS (ordinary least squares) and logistic regression models to analyze the impacts of demographic, individual-based, and school-based barriers to practising LGBTQ inclusive education, we found that the most common reasons for inaction reported by educators were a lack of training/resources and general fear of opposition from various sources; however, educators who felt that confidence in the level of support for LGBTQ-inclusive education at the school level were less likely to give these as reasons for inaction.
Metrics
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Canadian Society for the Study of Education
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The Canadian Journal of Education follows Creative Commons Licencing CC BY-NC-ND.